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All Journal International Journal of Islamic Educational Psychology Buletin Konseling Inovatif
Septiantika, Dewi Fortuna
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Self-Regulation as a Mediator Between Learning Motivation and Academic Procrastination in Students Who Are Preparing a Thesis Aulia, Aulia; Septiantika, Dewi Fortuna; Perdana, Daviddefikry Yondra; Azis, Agung Putra; Irawan, Dwi Bagus; Fajar, Masyhuril
International Journal of Islamic Educational Psychology Vol. 5 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v5i2.23697

Abstract

Academic procrastination is the failure to complete an academic task within the desired timeframe or postpone the task until the last moment. Academic procrastination can be reduced if students have good self-regulation and motivation. This study aims to empirically test the role of learning motivation in academic procrastination with self-regulation as a mediator. This study uses a quantitative approach with a cross-sectional study. The population in this study is students who are working on a thesis, have worked on at least one semester, and are active in organizations. Sampling was done using purposive sampling techniques. The instruments used are the learning motivation scale, the academic procrastination scale, and the self-regulation scale. The data analysis in this study uses a path analysis technique with the partial least square structural equation model (PLS-SEM). The program or software used to conduct the analysis is SmartPLS 4. The results showed that self-regulation played a mediator between learning motivation and academic procrastination, with a significance value of 0.001 (p<0.05). Coefficient Test -0.242 (p-Value,0.001<0.05). Regulation partially mediates the relationship between learning motivation and academic procrastination. The conclusion of this study states that self-regulation plays an important role in mediating the relationship between learning motivation and academic procrastination in students. In other words, the ability to self-regulate effectively can help students overcome the tendency to delay completing academic assignments.
Self-Regulation as a Mediator Between Learning Motivation and Academic Procrastination in Students Who Are Preparing a Thesis Aulia, Aulia; Septiantika, Dewi Fortuna; Perdana, Daviddefikry Yondra; Azis, Agung Putra; Irawan, Dwi Bagus; Fajar, Masyhuril
International Journal of Islamic Educational Psychology Vol. 5 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v5i2.23697

Abstract

Academic procrastination is the failure to complete an academic task within the desired timeframe or postpone the task until the last moment. Academic procrastination can be reduced if students have good self-regulation and motivation. This study aims to empirically test the role of learning motivation in academic procrastination with self-regulation as a mediator. This study uses a quantitative approach with a cross-sectional study. The population in this study is students who are working on a thesis, have worked on at least one semester, and are active in organizations. Sampling was done using purposive sampling techniques. The instruments used are the learning motivation scale, the academic procrastination scale, and the self-regulation scale. The data analysis in this study uses a path analysis technique with the partial least square structural equation model (PLS-SEM). The program or software used to conduct the analysis is SmartPLS 4. The results showed that self-regulation played a mediator between learning motivation and academic procrastination, with a significance value of 0.001 (p<0.05). Coefficient Test -0.242 (p-Value,0.001<0.05). Regulation partially mediates the relationship between learning motivation and academic procrastination. The conclusion of this study states that self-regulation plays an important role in mediating the relationship between learning motivation and academic procrastination in students. In other words, the ability to self-regulate effectively can help students overcome the tendency to delay completing academic assignments.
Emotional Regulation Among Single Mother Teachers in Elementary Schools Septiantika, Dewi Fortuna; Mu’arifah, Alif
Buletin Konseling Inovatif Vol. 4, No. 3
Publisher : citeus

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Abstract

Single mother teachers face great challenges in carrying out dual roles as educators and caregivers, while also handling household chores. This pressure often affects their emotional stability, so that single mother teachers often vent their anger on those around them. The purpose of this research was to determine the description and factors causing single-mother teachers' emotional regulation. Used a qualitative research method with a phenomenological study approach. Used semi-structured interviews and non-participant observation as a data collection method. The subjects in the research were taken using purposive sampling techniques and snowball sampling techniques. The subjects of the research were five single mother teachers aged 30-45 years, working as elementary school teachers (SD) and having children aged 2-13 years. Analysis of the research used content analysis data. The results showed that single mother teacher's emotional regulation involved the process of monitoring, then evaluating, modifying, and re-evaluating emotions because the subjects still had difficulty finding the right regulation strategy, so other factors were needed such as social support, professionalism, religiosity, reducing multitasking, and social comparison. Further research is recommended to conduct longer observations of subject interactions both at school and at home, more in-depth interviews, increase the number of subjects, expand the location and criteria of the subjects, such as single mother teachers at the junior high or high school level who teach at junior high or high school.
Emotional Regulation Among Single Mother Teachers in Elementary Schools Septiantika, Dewi Fortuna; Mu’arifah, Alif
Buletin Konseling Inovatif
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Single mother teachers face great challenges in carrying out dual roles as educators and caregivers, while also handling household chores. This pressure often affects their emotional stability, so that single mother teachers often vent their anger on those around them. The purpose of this research was to determine the description and factors causing single-mother teachers' emotional regulation. Used a qualitative research method with a phenomenological study approach. Used semi-structured interviews and non-participant observation as a data collection method. The subjects in the research were taken using purposive sampling techniques and snowball sampling techniques. The subjects of the research were five single mother teachers aged 30-45 years, working as elementary school teachers (SD) and having children aged 2-13 years. Analysis of the research used content analysis data. The results showed that single mother teacher's emotional regulation involved the process of monitoring, then evaluating, modifying, and re-evaluating emotions because the subjects still had difficulty finding the right regulation strategy, so other factors were needed such as social support, professionalism, religiosity, reducing multitasking, and social comparison. Further research is recommended to conduct longer observations of subject interactions both at school and at home, more in-depth interviews, increase the number of subjects, expand the location and criteria of the subjects, such as single mother teachers at the junior high or high school level who teach at junior high or high school.
Co-Authors Aulia Aulia Azis, Agung Putra Fajar, Masyhuril Irawan, Dwi Bagus Mu’arifah, Alif Perdana, Daviddefikry Yondra